ERIC Number: EJ324394
Record Type: CIJE
Publication Date: 1985
Background Knowledge vs. Individual Words.
White, Thomas G.
Educational Perspectives, v23 n1 p22-27 Spr 1985
Reexamines two plausible explanations of why vocabulary knowledge and reading comprehension are so highly correlated. Describes and analyzes the "instrumental" and "knowledge" hypotheses of word meanings. Additional positions on vocabulary instruction are also presented. (ML)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A